Educational Policy

Tripatite system: 1944, two types of secondary school decided by the 11+ exam:  grammar schools or secondary modern (more practical skills based).

The comprehensive system: 1965 state whent comprehensive 

- Functionalists: see comprehensives as meroticratic and promote integration

- Marxists: reproduces inequality through streaming and labelling, legitmates inequality through the myth of meritocracy

Introducing a market force in consumer choice and competition in areas run by the state (education) creating an education market. 

Parentocracy: claims marketisation gives parents more choice  and raises standards

The reproducation of inequality:

- League tables: good scjols can cream skim for the best students/ bad schools end uo w unacademic pupils cus of silt shifting 

- The funcding formula: funded based on pupils recruitment, so bad schools are stuck w bad facilities and so no more money to improve 

- Myth of perentocracy: marketisation legitimates inequality by making it seem all parents can eqaully choose the best schools. 

Conservative policies have aimed to move away from the comprehensive sysem, and reducing the role of the state through marketisation and privetisation. 

Privatisation: state is no longer the provider of education, but private trusts

• Academies: removing schools from state rule, removes democraic accountability
• Free schools: state funded but run by parents, teachers, religions or buisnesses 

Privatisation of education:

- Blurring he public-private boundary: senior public sector employees (i.e headteahcers) move into private to give inside information

- Cola-isation of schools: private sector sells to pupils through vending machines and develops brand loyalty

70s: aim to assimilate (e.g. language as a second language programm)

80s: multi-cultral eductaion (e.g. black studies in mainstreme curriculum)

10s: social inclusion (legal duties on inclusion)